Digital literacy - a qualitative systematic review

Tamborg, Andreas Lindenskov; Dreyøe, Jonas; Fougt, Simon Skov

doi:10.7146/lom.v11i19.103472

Cited by 5 publications

(3 citation statements)

References 39 publications

(52 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A vast amount of literature has focused initially on Media and Information literacy and Computer literacy, and later on Digital literacy and ICT literacy. These concepts comprise a wide range of definitions (Tamborg, Dreyøe & Fougt, 2018), which are often overlapping in terms skills/ competencies related to digital citizenship (Council of Europe, 2017) and digital transformation (EU Digital Education Action Plan, 2018). In line with this research tradition, TC proposes to understand teachers' digital and computer skills as means, rather than as outcomes (Tuhkala et al, 2019).…”

Section: Digital Designmentioning

confidence: 99%

Technology education in academic bildung

Pischetola

2021

View full text Add to dashboard Cite

Recent studies have acknowledged the pedagogical challenges posed by digital technologies in higher education (HE) and the need to expand teacher professional development. In this paper, we present the first conceptualization of Teknosofikum, a three-year project funded by the Danish Ministry of Higher Education and Science, aimed at promoting HE teachers’ professional development in technology education. The goal of the project is to develop an interdisciplinary course for in-service HE teachers in Denmark, through design-based research in three iterations (2020-2023). The paper draws on data from the preparation phase at first iteration, including definition of intended curriculum, content development with subject experts, and learning activities design. A sociomaterial perspective is adopted, informed by STS, critical design and feminist studies. Through these theoretical lenses, professional technology education is understood in Teknosofikum as situated knowledge about the relationship between technology and society, translated into practice through an approach of critical relational pedagogy.

show abstract

Section: Digital Designmentioning

confidence: 99%

Technology education in academic bildung

Pischetola

2021

View full text Add to dashboard Cite

show abstract

“…Reviews and conceptual overviews suggest that the concept of digital literacy has many conflicting and diverse understandings (Tamborg et al, 2018;Koltay, 2011;Spante et al, 2018). Among the different terminologies are digital literacy, digital competences, media literacy and information literacy.…”

Section: Digital Literacy In Educationmentioning

confidence: 99%

Digital directions: Curricular goals relating to digital literacy and digital competences in the Gymnasium (stx) in Denmark.

Svendsen¹,

Svendsen²

2021

NJDL

View full text Add to dashboard Cite

Digital literacy and digital competences are increasingly being formulated as important educational goals. In that regard, the precision, clarity and topicality of curricular guidelines relating to these concepts become vital, and this calls for research that investigates how digital literacy and digital competences are represented in curricular documents. This study makes a contribution to knowledge in this field by investigating the general curriculum for the Gymnasium in Denmark, with a specific focus on differences between the subjects. The article provides a qualitative analysis of 150 paragraphs containing between 4 and 175 words. The findings suggest that aspects relating to digital literacy and digital competences are broadly covered, but also that the different curricula formulate and organize these in very different ways. The article furthermore identifies a clear division of labour between the subjects, where the subjects within the educational field of Natural Science and Technology especially focus on ICT as a neutral learning tool and on ICT-operational competences. The challenges relating to these findings are discussed.

show abstract

“…In this article we draw on research in these three research contexts to tease out the different definitions of digital literacy. From its early conceptualisation, digital literacy has been defined in reference to different theoretical frames, which has meant that the concept has been ambiguous from the outset (see Chase and Laufenberg, 2011 ; Tamborg et al., 2018). After detailing the method, we analyse how digital literacy is conceptualised in the English speaking; Spanish speaking and Scandinavian contexts and the implications this has for digital literacy education in each country.…”

Section: Introductionmentioning

confidence: 99%

What is digital literacy? A comparative review of publications across three language contexts

Pangrazio

Godhe

Ledesma

2020

E-Learning and Digital Media

View full text Add to dashboard Cite

Many scholars across the world have studied the knowledge, skills and dispositions needed to use digital media. Yet as digital texts have proliferated and evolved, there has been much conjecture over what it means to be ‘digitally literate’. As literacy researchers from Australia, Sweden and Argentina we are concerned with the drive to standardise definitions of ‘digital literacy’ despite notable differences in the cultural politics of education in each country. This paper analyses how the term digital literacy has been conceptualised and applied by scholars in these three language contexts. To do this, we analyse the most cited publications on digital literacy in the English-speaking; Scandinavian; and Spanish-speaking contexts. In the analysis the variety of definitions across and within each context, the key tensions and challenges that emerge and the implications for digital literacy education are explored. Our findings reveal that similar tensions and challenges exist in all three contexts, however, the path to resolution varies given contextual differences. The article concludes with suggestions for educational research that acknowledges and advocates the need for local conceptualisations of digital literacies in increasingly globalised educational systems.

show abstract

Digital literacy - a qualitative systematic review

Cited by 5 publications

References 39 publications

Technology education in academic bildung

Technology education in academic bildung

Digital directions: Curricular goals relating to digital literacy and digital competences in the Gymnasium (stx) in Denmark.

What is digital literacy? A comparative review of publications across three language contexts

Contact Info

Product

Resources

About